Despite an increasing research interest in subject-specific teacher knowledge, there is limited research on teachers' knowledge of English as a foreign language (EFL) in early childhood education (ECE). This paper, therefore, reports a mixed-methods study which investigated the relationships between ECE EFL teachers' knowledge and their practices…

This quantitative study examined teachers' self-efficacy in teaching multilingual learners (MLL) and implementing the Sheltered Instruction Observation Protocol (SIOP) to support MLL instruction in classrooms. The problem is that teachers' self-efficacy when teaching MLLs may affect them not utilizing the best research-based Tier 1 instructional…

Contemporary approaches to professional development (PD) involve investigating ways of bottom-up, self-directed practices while addressing various needs of teachers. Yet, utilized as a tool in such practices, classroom observation (CO) is not considered to promote teacher professional learning since it is generally regarded as part of the…

In discussions about relationships between research and pedagogy, teachers and researchers are often characterized as facing each other across a "gap" that separates them. Teachers are described as having practical concerns about their own classrooms and little patience for "theoretical" issues. Researchers are described as…

Higher-order thinking skills (HOTS) have been an integral part of the English language curriculum in the Israeli school system since 2013, when questions that needed HOTS were added to the matriculation exams in all modules. Teachers subsequently have been responsible for integrating such questions into their teaching. The study aims to…

Guided by Activity Theory framework, this study tends to uncover prominent contradictions in the activity systems in which non-native English as a Foreign Language (EFL) grammar teacher cognition operates. The study attempts to fill the existing research gaps, as there are visible gaps in the literature to address the problem from this angle. To…

Although pronunciation instruction (PI) has started to gain prominence in second language teacher professional development (PD) research (e.g. Nguyen & Newton, 2021), relatively less attention has been given to PD programs in an online format. Adopting a Sociocultural Theoretical (SCT) perspective, this dissertation explored the role of an…

Despite the accumulating body of knowledge on action research, the scope of research on teacher identity construction in action research is still limited. This study relied on the concept of identities-in-practice and examined four second language (L2) teachers' identity construction across the plan, act, observe, and reflect stages of action…

The purpose of this study was to analyze the use of reading strategies being implemented in an urban school district in the Southeast. This study was framed on the SIOP (Sheltered Instruction Observation Protocol) Model (Echevarria et al., 2017). SIOP is an instructional framework that has been used in K-12 schools since the 1980s. It is a…

This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation…

Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a…

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students' achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee…

Korean teachers observe and analyze their classes from a reflective point of view. They directly observed videos of their classes and interpret the class. Through this process, the teacher plays the role of a subject who interprets his/her class, and in the process, he/she can look at his/her class as a whole. In this study, 50 selfclass…

In response to the call for centering critical consciousness as a foundational goal in dual language bilingual education (DLBE), this article explores secondary Chinese teachers' instructional practices in Utah Mandarin Chinese DLBE programs and how their instructional practices reflect the missed opportunities and implementational spaces for…

The present study aimed at making a pedagogical exploration into listening comprehension skills and examining the problems faced by learners in the English as a Foreign Language (EFL) classroom situation at Jazan University, Jazan city, Saudi Arabia. To analyze the problems, two very important processes were considered; namely, top-down and…